Page 342 - EL Grade Teacher Guide - Module 1

Schools and Community
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Tell students that in order to prepare for their conversation, they will return to their work- spaces and choose one similarity and one di erence between their research school and their own school that they would like to share with their group.
Transition students to their workspaces and refocus whole group.
Model reading aloud the details captured under the di erences section of a student’s
Comparing and Contrasting Research note-catcher.
Think aloud:
“The detail about what my research school is made out of is an interesting fact. I’ll want to share that. I’ll put a star next to that detail so I can remember to share it.”
Invite students to read through the di erences on their note-catchers and to put a check mark next to one they would like to share.
Repeat the process with the similarities section on the note-catcher. Distribute the Sentence Starters: Day 3 tracking sheet.
Inform students that they will be using their note-catchers and this tracking sheet during the collaborative conversations with their expert groups.
Remind students that they worked with their research school team to research their school in Lesson 4.
Indicate where in the room each research school team will meet to have a conversation.
Invite students to bring their Sentence Starters: Day 3 tracking sheet and their Comparing and Contrasting Research note-catcher, move to their designated area of the room, and sit in a circle with their group.
Once students are sitting in a circle facing their group members, split each group into two smaller groups of four or ve students.
Remind students that they used the Collaborative Conversations protocol in Lessons 1–4, and review as necessary using the Collaborative Conversations protocol anchor chart. (Refer to the Classroom Protocols document for the full version of the protocol.)
Guide students through the protocol using this question:
“What are the di erences and similarities from the school you researched and our own school?”
Circulate to collect data on students who have not yet demonstrated mastery, using the Speaking and Listening Checklist. Prompt students with missing data to share with their group or provide an additional detail for them to respond to.
Refocus whole group.
Encourage students to give a group member a hand shake or high- ve to celebrate their learning.
Meeting Students’ Needs
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For ELLs: Ask udents to recall and describe one way that they worked toward the learning targets in the pa four lessons. (MME)
For ELLs: Ensure udents clearly under and all assessment in ructions. Re- phrase directions for them. Monitor during the assessment to see that udents under and what is expected of them as they participate. Support udents who may be confused and make sure they under and the directions. (MMR)
As udents discuss similarities in conversation groups, circulate and li en in for udents who may need additional support using the Sentence Starters: Day
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Unit 3: Lesson 5